|
Vol.15, No.2, May 2026. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Hybrid Reflective-Inquiry Model with Ethnoscience and Virtual Simulation to Enhance Critical Thinking
Syifa’ul Gummah, Baiq Asma Nufida, Ni Nyoman Sri Putu Verawati, Saiful Prayogi, Irham Azmi, Muhammad Yusril Yusup
© 2026 Syifa‘ul Gummah, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 15, Issue 2, Pages 1851-1862, ISSN 2217-8309, DOI: 10.18421/TEM152-75, May 2026.
Received: 07 July 2025.
Abstract:
This study aims to develop and validate a digital hybrid reflective-inquiry pedagogical model based on ethnoscience by utilizing virtual simulation technology to enhance students' critical thinking skills. The model was designed using an Educational Design Research (EDR) approach at the preliminary design stage, synthesizing theoretical foundations and empirical findings as the basis for constructing the conceptual framework. The model comprises five instructional phases: orientation, presentation of authentic phenomena, hypothesis formulation and testing, explanation formulation, and reflection. Validation was conducted by seven experts through assessments of content validity and construct validity using a Likert scale instrument and thematic analysis of open-ended comments. The results indicate a very high level of validity (average score > 4.5), with the model being considered logical, relevant, and adaptive to 21st-century pedagogical challenges. The integration of ethnoscience, reflective processes, and simulation technology within a hybrid system positions this model as a promising approach for contextual and transformative science education in higher education.
Keywords – Hybrid learning, reflective, inquiry, ethnoscience, virtual simulation, critical thinking. |
|
----------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------- |